【作者】 葛兰；

【导师】 张逸；

【作者基本信息】 华东师范大学 ， 英语语言文学， 2009， 硕士

【摘要】 长期以来,写作一直是困扰我国英语教学的一大难题,远远落后于听说读技能。在历次四、六级考试中,写作一直是学生失分最多的部分。学生在面临写作任务时存在过多的情感焦虑;教师则在教学改革方面开拓不足,基本上沿袭传统的结果写作法。结果写作教学法将重点放在拼写、语法、结构及格式,而对作品的思想内容缺乏重视。写作过程被大大的简化,学牛进步甚微.本文提出采用过程写作法进行写作教学,以取代传统的结果写作法。过程写作法产生于二十世纪六十年代。采用过程写作法进行写作教学,写作重点由最终作品转到写作过程,从写了什么、写得怎样转到怎样进行写作,以及如何提高写作技能。在这个非线性往返循环的写作过程中,学生作为写作活动主体进行一系列的计划、打草稿及修改的活动。过程写作法在西方取得了显著效果。为了证明过程写作法在中国非英语专业学牛英语写作教学中的效果,本文作者进行了为期16周的实验。在测验学生写作水平没有显著差别后,选两个自然班参加了试验。一个班采用过程写作法进行写作教学,另一个班采用传统的结果写作法。16周后.两班学生都进行了后测。试卷经分项打分,所得数据经过SPSS11.5处理,证明过程写作法能较显著地提高学生的英语写作水平,值得推广。更多还原

【Abstract】 Writing teaching has been a problem for both English teachers and college students in China for a long time, though English writing has become more important in recent years and has been paid more attention. Writing still lags far behind other skills. In CET-4 and CET-6 tests writing is the section where students lost most scores. Students are over-anxious when given a topic to write, while teachers stick to the traditional product approach which weighs the final product in terms of spelling, grammar and punctuation, with the content of writing paid no attention to.Under such a product approach, writing is much simplified, and students can’t make much progress in writing even though they are required to write many compositions. As for teachers, they are always complaining about students’ poor writing. In recent years, the mean scores of the College English Test have been raised to 7 from 5 with the full marks of the writing section to be 15, but it is still under the pass mark by 2 points. Such a serious situation stimulates the consideration for the adopting of a more effective approach to improve students’ writing ability.On the basis of the above consideration, this thesis proposes the application of process approach in writing teaching as a substitute for the traditional product approach. By adopting process approach, the focus shifts from product to process of writing—the ways in which text can be developed; from concern as to what has been written and what grade it is worth to how to compose a text and how it can be improved (Johnson and Johnson, 2002:257) It views writing as a recursive process of problem-solving during which a writer is engaged in adequate activities of planning, drafting, and revision, which are overlapping and intertwined. Students are the center of writing; teachers are only facilitator for their writing. It is proved a success in the west. In the 90’s of the 20th century, it was introduced in to China, but not adopted in the writing teaching (Han, 2001). So in this thesis a research is conducted to test the effectiveness of the process approach on English writing for Chinese non-English college students.. The present author carries out an experiment of 16 weeks long to teach one class in the process approach and the other in the traditional product approach. A semester later, both the two classes take the final examination in which they are required to compose a piece of writing in 30 minutes. By scoring the writings analytically, collecting and processing the data with SPSS 11.5, the conclusion is drawn that process approach is effective in improving students’ writing ability in China.更多还原